Digression

Digression refers to breaking the flow of discourse to add more information, and then returning to the main point. The speaker diverges from the main point to add information for clarification. This does not necessarily mean that the speaker has “lost the point” and is meandering of the track. Digressions are not always negative.

Redundancy

Redundancy refers to saying the same things twice, rephrasing, repeating, rewording, and is used for emphasis, to provide clarification, or to draw attention to a certain point. It is also used when a person wants to say something, but is not sure whether or not he or she is saying it clearly. Therefore, people will use redundancy to make sure that their point is being understood.

Repairs

Whether we sign or we speak, all language users say or sign things incorrectly. It is natural to make errors and we need to find ways of fixing our errors. Rule governed repairs are what we use to fix our linguistic errors.^{Footnote 9}

• Be aware of these tendencies, and signal to the Deaf learners what you are doing by using indicators such as the following phrases:

More correctly…
What I meant to say…
Another point which is related…
Further to this…
In addition…
Another way of saying this…
To repeat…
I want to make this clear by repeating…

• It is also important to signal that you are switching topics. Mark your transitions with language signposts. Do this by using phrases such as:

On another topic…
Let’s switch to a different topic…
About something else…

• In classrooms, Deaf learners expect that teachers will select who speaks next; as a result, there is a tendency for them not to offer to speak. Many of them are also, intimidated in a room full of hearing people. Therefore, it is important to invite Deaf learners or provide an opportunity for them to communicate. You can assume that if you do not invite them to speak, most of them will not volunteer.
• Introduce information in thematic units. Take the time to clarify new vocabulary, as the words themselves can be a major stumbling block to understanding. Try to relate the information to what the learners already know in order to initiate a link to concepts they already have.
• The most appropriate way to test a Deaf individual’s understanding is by asking the Deaf student to retell what has just been taught. Always clarify their understanding and do not assume that someone who is nodding as you speak understands what you are saying.
• Use questioning techniques to help process information. (See Boeing’s Effective Learning, Module 1, Part 3, Organizing Information for Suggestions.)

Skip footnote section